Current version - Indiana University South Bend

1063 SCHOOL OF EDUCATION
Competent Professionals
Graduates from IU South Bend education degree
programs are well versed in the knowledge of the subject
matter and how to teach that subject matter to diverse
learners. Education candidates have extensive knowledge
of learners, instructional pedagogy, diversity, and
technology. IU South Bend education candidates know
how to apply this knowledge in educational settings.
Ethical Dispositions
Graduates from IU South Bend teacher education
programs are caring and ethical teachers able to support
learning and development in all students. Professional
dispositions, as defined by the School of Education, are
based on the Indiana Professional Standards Board’s
principles and the code of ethics from the National
Education Association. Education candidates must
demonstrate their commitment to attaining excellence
in teaching and learning. Through their performance in
the university classroom and in the field, all education
candidates demonstrate their ability to be collaborative,
caring professionals dedicated to meeting the needs of
diverse learners. A specific list of dispositions is included
in our conceptual framework.
Reflective Practice
All candidates in the School of Education are reflective
practitioners and decision makers able to analyze and
grow from their individual professional experience
throughout their careers. Education candidates develop
habits of reflection as they proceed through their teacher
education programs.
Commitment to Diversity
Teachers prepared at IU South Bend are able to support
learning for all students. Our graduates have the
knowledge, disposition, and skills necessary to meet the
needs of students in today’s diverse classrooms.
Leadership
Leadership is the newest theme in our conceptual
framework. For candidates, leadership is demonstrated
through attending class regularly, meeting deadlines,
and being a reliable and respectful class participant. As
candidates progress through the program, they begin to
self-assess strengths and weaknesses in order to set goals
for improvement. They take greater responsibility for
student learning and incorporate instructive feedback
into their field experience and class assignments. By
the end of the program, they willingly collaborate with
peers and professionals in the school setting with the
realization that they can be models for students and
other educators.
Commitment to the Integration of
Technology
Teachers prepared at IU South Bend have the knowledge,
dispositions, and skills necessary to effectively use
technology to help all students learn. Education
candidates are expected to incorporate technology
throughout their course work and clinical experiences in
order to facilitate student learning.
Standards
Programs in the School of Education are aligned with
a variety of national and state standards. Candidates
must demonstrate that they have the knowledge, skills,
and dispositions associated with appropriate standards
related to their major.
Monitoring of Candidate Progress
TOWARD Meeting Standards at Critical
Checkpoints
In addition to reviewing grades and cumulative grade
point averages, candidate progress is monitored carefully
at three critical checkpoints. At these checkpoints
candidates are required to submit designated artifacts,
aligned with state and national standards, in an Oncourse
pseudo course. These artifacts are reviewed by faculty to
determine if the candidate is meeting the standards or
making progress toward meeting the standards. If the
artifact provides evidence that the candidate is meeting
the standards a grade of S is assigned for the pseudo
course. If the artifact does not meet the standards, the
candidate is contacted and a remedial plan is developed.
In such cases, the candidate may receive a grade of
R, or I. If after participation in the remedial plan, the
candidate’s artifacts still do not provide evidence of
meeting standards or making progress toward meeting
standards, a grade of F is assigned for the pseudo course.
Additional information about required artifacts is
given to candidates in classes taken at the three critical
checkpoints, in group advising sessions, and when
enrolled in EDUC-F 100 Introduction to Education. The
three critical checkpoints are listed below.
Checkpoint One—Admission into Teacher
Education Program (TEP)
Candidates are administratively enrolled in a pseudo
course when they are enrolled in either of the following
classes: